You’ve been doing all this improv, everyone is having a great time, and now the concert is looming. What to do? I say improvise in concert, as is. Or you can get a wee bit more composition-y about it. Let’s take the previous blog post ‘Long tones made fun’ one step further…
The basic rule of the game stays the same: you can play a long tone, or a silence. Now for pitch choices. Play through several versions of this game using different pitch set options (see previous blog post or invent your own). Does your group like certain pitch sets better than the others? Take the group’s favourite pitch sets and find a way to display them so that everyone can read off the same chart – a white board, Smartboard or other kind of projection works well for this. Then have one person ‘conduct’ by pointing to which set they want the group to play and for how long.
Choose different conductors – each conductor will lead the group through the pitch sets in different ways with different timing. This alone is fascinating. For the concert, ask the audience to guess the rules of the game and then have your three most enthusiastic conductors lead the group through the same game – audiences love it, because they hear how active music-making is and they get to be a part of it, too!
Many of us are saying hello to our instruments and students for the first time after a well-deserved holiday. This blog post is dedicated to Day One, when our students say hello to their instruments for the first time ever. It’s the beginning of a beautiful relationship…
Day One, regardless of the instrument, is about discovery. Let’s imagine we have a music room full of instruments including wind, brass, percussion and strings. The question of the day is: how do these objects make sound?
Instrumentation: Wind, brass, percussion and string instruments
Age & ability: Beginners of all ages
Number of participants: 1-30
Set up a science fair type space in which various stations feature a different instruments. ‘Mentors’ such as older students or specialist are helpful for giving tips on basic technique and hygiene. I favour a fairly hands-off approach: the goal is to let the newbies try instruments on their own terms – they will learn simply by playing and teach each other in the process.
Once the students are happily making sound (usually of the squeeeeakk! blaaaattt!!! scrrraaaape… variety), throw a few questions into the mix. How many different sounds can you make with the same instrument? What does it sound like? Sirens, birds, car horns, squeaky doors? Can you imitate that sound with another instrument? How are instruments are similar to each other? How are they different? Encourage students to articulate and understand the instruments according to sound production, leading to the topic of the next blog post: What happens if…